Children who utilize cochlear implants (CIs) often have trouble detecting and utilizing prosody, an element of spoken language which use variance in the timing, pitch, and dynamics of speech to communicate meaning beyond semantics. Without a true grasp of prosody, children with CIs can miss conversational elements such as sarcasm and may not communicate effectively with others. Children with CIs match typical-hearing peers in measures of rhythm perception, but fall below their peers in measures of pitch, or melodic, perception. This pilot study explores the use of a Drumming-to-Speech (DTS) intervention to practice identifying stressed syllables in speech and nursery rhymes based on previous evidence demonstrating that improvements in speech rhythm perception can lead to improvements in prosody perception. Eight children between the ages of three and five completed a five-week protocol which included four in-person, student researcher-led sessions which involved drumming on a conga drum to stressed syllables in repetitive phrases, nursery rhymes, and songs as well as additional practice in synchronization of speech and drumming. Participants completed the Audie (Gordon, 1989) and Profiling Elements of Prosody – Children 2015 (PEPS-C, 2015; McCann & Peppé, 2003) assessments before and after the intervention in order to determine the intervention’s effects on music and prosody perception, specifically the perception of affective and contrastive stress prosody. While preliminary results demonstrate that participants largely improved in their perception of prosody, this effect does not reach significance. This finding will be discussed in light of participants’ hearing and language expertise, and future recommendations for interventions and research will also be addressed.